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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Learning, Media and Technology on 14/03/2016, available online: http://www.tandfonline.com/10.1080/17439884.2016.1154074

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A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context. / Hodgson, Vivien Elaine; Shah, Syed Uzair.
In: Learning, Media and Technology , Vol. 42, No. 2, 05.2017, p. 198-213.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Hodgson, VE & Shah, SU 2017, 'A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context', Learning, Media and Technology , vol. 42, no. 2, pp. 198-213. https://doi.org/10.1080/17439884.2016.1154074

APA

Hodgson, V. E., & Shah, S. U. (2017). A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context. Learning, Media and Technology , 42(2), 198-213. https://doi.org/10.1080/17439884.2016.1154074

Vancouver

Hodgson VE, Shah SU. A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context. Learning, Media and Technology . 2017 May;42(2):198-213. Epub 2016 Mar 14. doi: 10.1080/17439884.2016.1154074

Author

Hodgson, Vivien Elaine ; Shah, Syed Uzair. / A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context. In: Learning, Media and Technology . 2017 ; Vol. 42, No. 2. pp. 198-213.

Bibtex

@article{8a97a5416b9544baa74db99e2b378a32,
title = "A phenomenographic study of lecturers{\textquoteright} conceptions of using learning technology in a Pakistani context",
abstract = "While there are many studies exploring the phenomenon of lecturers{\textquoteright} use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers{\textquoteright} conceptions of using learning technology in a Pakistani university context. We describe how lecturers{\textquoteright} use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers{\textquoteright} daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers{\textquoteright} pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.",
keywords = "Learning technology, pedagogical understanding, conceptions of teaching, phenomenography, developing contexts",
author = "Hodgson, {Vivien Elaine} and Shah, {Syed Uzair}",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Learning, Media and Technology on 14/03/2016, available online: http://www.tandfonline.com/10.1080/17439884.2016.1154074",
year = "2017",
month = may,
doi = "10.1080/17439884.2016.1154074",
language = "English",
volume = "42",
pages = "198--213",
journal = "Learning, Media and Technology ",
issn = "1743-9884",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context

AU - Hodgson, Vivien Elaine

AU - Shah, Syed Uzair

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Learning, Media and Technology on 14/03/2016, available online: http://www.tandfonline.com/10.1080/17439884.2016.1154074

PY - 2017/5

Y1 - 2017/5

N2 - While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.

AB - While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.

KW - Learning technology

KW - pedagogical understanding

KW - conceptions of teaching

KW - phenomenography

KW - developing contexts

U2 - 10.1080/17439884.2016.1154074

DO - 10.1080/17439884.2016.1154074

M3 - Journal article

VL - 42

SP - 198

EP - 213

JO - Learning, Media and Technology

JF - Learning, Media and Technology

SN - 1743-9884

IS - 2

ER -